NORTH CAROLINA
CURRICULUM COMPETENCIES
SUBMISSION TITLE:
Conexiones: Comunicación y cultura ©1999
PUBLISHER:
Prentice Hall
COMPETENCY GOALS
GOAL 1:
1.01
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
INTERPERSONAL COMMUNICATON – The learner will engage in conversation and exchange information and oinions orally
and in writing.
Communicate original thoughts with
others using increasingly complex
structures and expanded vocabulary, with
appropriate tenses.
Conexiones makes for a classroom full of students working in pairs and groups, and coming together
as a whole discussion group, debating hall, courtroom, theater, etc. Conexiones integrates new
vocabulary and a review and expansion on the structures learned in beginning and early intermediate
levels through activities that are largely pair and group work, and in which students exchange
information in a variety of contexts and about a range of topics. Activities within each activity set are
graded in level of difficulty.
Students begin using the past tenses in Lección 1 and the future tense and present subjunctive in
Lección 2. They engage in conversations about the past, present and future throughout the text.
Pages listed below (with thematic orientation) provide examples of these opportunities for
communication and exchange. Page numbers in the Student Edition and the Annotated Instructor’s
Edition are the same; -TN (teacher’s notes) added to a page number signifies that reference is to the
Instructor’s Edition only.
El más allá: 6-7, 12, 13TN, 14, 17, 21-22, 25-26TN, 27-28, 30-31, 38-39. La tecnología y el progreso:
40TN, 44, 48-50, 52-53TN, 56, 61-68. Los derechos humanos: 74TN, 77-78, 80TN-81, 82TN-83TN,
86, 92, 96-98, 101-102, 105. El individuo y la personalidad: 107TN, 110, 114-115TN, 117-118, 123,
127-130, 132TN, 135TN, 136. Las relaciones personales: 138TN, 142-143, 145-148TN, 150TN, 154,
158-162, 164TN-165, 166, 170. El mundo del espectáculo: 172TN, 176-177, 182, 186, 189, 192, 194202TN. La diversidad y los prejuicios: 206TN, 210, 213-215TN, 217TN-218, 223-224, 227-233TN,
235-236TN, 238TN. Las artes culinarias y la nutrición: 240TN, 244, 247-248, 251TN-252, 255-256,
259-262, 264-272. Nuestra sociedad en crisis: 274TN, 277-278, 280-282TN, 284, 286-287, 289-296,
300. El empleo y la economía: 302TN, 305TN-307, 310-312TN, 314TN, 316, 320-322, 324-332, 334.
El tiempo libre: 336TN, 340, 344, 347TN-348, 352-353, 356-359, 361TN-363, 366. Hacia un nuevo
milenio: 368TN, 371, 373-374, 377TN-378, 380-381, 383-389, 392.
All page annotations refer to the student edition.
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
1.02
Ask and answer open-ended questions to
seek and provide information and clarify
meaning.
Open-ended and personalized communication is at the heart of Conexiones’s fostering of the creative
use of the target language: 6, 7, 9, 14, 17, 18TN, 21-22TN, 25-26, 28, 31-33, 38, 41TN, 43, 48-50, 52,
55-56, 61-62, 64, 66-67, 72, 74TN, 77, 81, 82TN, 83TN-84, 86, 96-98, 100, 103, 105, 109-110, 114,
118, 123, 127-128, 130, 132-134, 136, 146-147, 150, 159-161, 165-166, 170, 172TN, 175-177, 182183TN, 185-186, 192, 195-197, 199, 204, 206TN, 209-210, 214-215TN, 217-218, 223-224, 228, 230232, 235-236, 238, 240TN, 243, 248, 252, 255-256, 259-264, 266-267, 272, 274TN, 277-280, 286287, 290-293, 295-297, 300, 302TN, 310-312TN, 315-316, 320-322, 334, 336TN, 340, 344, 347-348,
353, 356-359, 361, 363, 366, 371, 374, 378, 380-381, 384-387, 392.
1.03
Exchange points of view, express
preferences and defend opinions.
See pages 7, 14, 17, 26, 28, 31, 38, 44, 48-50, 56, 61-68, 77-78, 80, 93, 96-99, 102, 110, 117-118, 123,
128, 130, 136, 143, 154-147, 150, 154, 159-163, 165, 170, 176-177, 182, 192, 194-195, 197, 199, 210,
214, 218, 224, 229-232, 247-248, 252, 256, 259, 260, 261, 262, 272, 277-278, 280, 281, 284, 287,
289, 290-293, 295-296, 307, 311, 316, 322, 325-327, 340, 344, 348, 353, 356-359, 371, 374, 378, 381,
384-388
1.04
Demonstrate self-correction in
communication with others.
Within the text, students practice self-correction regularly in the peer-editing/self-correction step of
the Taller writing activity (found on the last page of each chapter).
1.05
Sustain conversation using circumlocution
and other strategies.
Conexiones’s activities are largely open-ended (see page numbers under Objective 1.02 and 1.03)
providing students with ample opportunities to use circumlocution and other techniques. To what
extent students learn to use circumlocution, gestures, etc. depends largely on their interaction with
native or near-native speakers such as their instructor. Teacher’s notes provide a framework for
engaging students conversationally, providing them with native or near-native interaction and
encouraging the use of communication strategies. Page numbers as follows indicate where these more
conversational annotations fall, along with assignments for students to interact with native speakers
outside of the classroom and through the Internet: 2TN, 6TN, 40TN, 44TN, 48TN, 50TN, 62, 67TN,
69TN, 74TN, 77TN, 81TN, 82-83TN, 86TN, 93TN, 102TN, 103TN, 107TN, 110TN, 128TN, 132TN,
147TN-148TN, 151TN-152TN, 155TN, 166TN, 172TN, 176TN, 183TN, 185TN, 187TN, 195TN,
202TN, 206TN, 210TN, 212TN, 214TN-215TN, 217TN, 218, 224TN, 240TN, 243TN, 244TN,
247TN, 248TN, 253TN, 254TN, 257TN, 274TN, 281TN, 282TN, 284TN, 290TN-291TN, 292TN,
294TN, 297TN, 299TN, 302TN, 308TN, 311TN, 312TN, 314TN, 316TN, 322TN, 325TN, 328TN334TN, 336TN, 339TN, 340TN, 344TN, 347TN, 353TN, 356TN, 357TN, 358TN, 361TN, 364TN365TN, 369TN, 374TN, 384TN, 386TN-389TN, 392TN
All page annotations refer to the student edition.
2
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
1.06
Use culturally appropriate vocabulary,
idiomatic expressions, and gestures
consistently in conversation.
All page annotations refer to the student edition.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Each chapter contains many opportunities for students to exchange personal opinions about and
reactions to true-life situations, as well as simulation activities where students assume the roles of
people from all walks of life. El más allá: 6-7, 9, 12, 13TN, 14, 17, 21-22, 25, 26TN, 28, 30-31, 38. La
tecnología y el progreso: 44, 48-49, 52, 56, 61TN-64, 67, 72. Los derechos humanos: 78, 81, 86, 9293, 96-98, 101-102, 104TN. El individuo y la personalidad: 110, 114, 117, 123, 127-130, 136. Las
relaciones personales: 142-143, 145-147, 150, 154, 159-163, 165-166, 170. El mundo del
espectáculo: 176-177, 181-182, 186, 189, 192, 194-197, 199-200. La diversidad y los prejuicios: 210,
213-214, 217TN, 218, 223-224, 227-232, 235, 238TN. Las artes culinarias y la nutrición: 244, 247248, 252, 255-256, 259-262, 272. Nuestra sociedad en crisis: 277-278, 280-284, 286-287, 289-296,
300. El empleo y la economía: 307, 311-313, 316, 320, 322, 324-327, 331-332. El tiempo libre: 340,
344, 347-348, 352-353, 356-359, 363, 366. Hacia un nuevo milenio: 371, 373-374, 378, 380-381, 383389.
3
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
GOAL 2:
2.01
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
INTERPRETIVE COMMUNICATION – The learner will understand written and spoken alnguage on a variety of topics.
Demonstrate understanding of oral and
written materials without complete
reliance on formally learned vocabulary
and structures.
Many activities require students to gather, and/or process information obtained from target language
sources such as newspapers and the Internet, or from in-text target language sources, such as the Así es
la vida chapter part-opening articles (from magazines and newspapers) and the A propósito… cultural
essays. Occasionally, words are glossed in the latter.
El más allá: 6-7, 12, 13TN, 14TN, 17, 21-22, 25, 28TN, 30-31, 38. La tecnología y el progreso: 44,
48-49, 52, 56, 62-65, 67-68. Los derechos humanos: 77-78, 86, 96-98, 101-102. El individuo y la
personalidad: 110, 114, 117-118, 123, 127-130, 136. Las relaciones humanas: 143, 145-147, 150,
154, 158-163, 165, 170. El mundo del espectáculo: 176-177, 181, 186, 189, 195-197, 199. La
diversidad y los prejuicios: 210, 213-214, 218, 223-224, 227-232, 235. Las artes culinarias y la
nutrición: 244, 248, 252, 256, 259-262, 265, 272. Nuestra sociedad en crisis: 277-278, 280-281, 284,
286-287, 289-293, 295-296, 300. El empleo y la economía: 307, 310-311, 316, 320-322, 324-327. El
tiempo libre: 340, 344, 348, 352-353, 356-359, 366. Hacia un nuevo milenio: 371, 373-374, 378, 380381, 383-389, 392.
All of the A escuchar in-text listening activities simulate real-life broadcast presentations. These are
recorded on the Student Cassette and are geared to use chapter-specific vocabulary and structures and
are recorded at a normal rate of speed. The in-text A escuchar activities prepare students for working
with the accompanying Lab Manual and Listening Cassettes. Activities in the Lab Manual are based
on completely authentic audio strands. Likewise, the Videoprogram presents entirely authentic clips as
a basis for activities to expand on chapter themes. In-text A escuchar activities appear on the following
pages: Fortune teller 31, Shopping channel 65, News bulletin 98, Radio psychologist 130, Top ten list
162, Celebrity profile 197, Documentary 223, Health news 262, News on anti-smoking treatments
293, News on new sources of energy 327, Adrenaline addicts: X-treme sports 359, Medical frontiers in
Mexico 386.
2.02
Demonstrate understanding of more
complex oral and written questions relating
to familiar and unfamiliar topics.
All page annotations refer to the student edition.
See especially the Conexiones critical thinking boxes on the following pages: 31, 64, 98, 130, 161,
197, 230, 262, 293, 327, 359, 386.
4
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
2.03
Understand and follow more complex oral
and written directions, commands, and
requests originating from a variety of
cultural settings.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
The CD-ROM component of the Conexiones program includes an e-mail feature wherein students
interact with a virtual e-pal from a Spanish-speaking country who always requests a detailed response
to his/her e-mail.
The Annotated Instructor’s Edition provides teachers with suggestions for expanding in-text activities
so that students expand simple Q&A activities into short compositions or oral reports, and explore
different media for communicating their ideas such as posters, videos, charts and graphs,
advertisements, campaign platforms, electronic bulletin boards, e-mail, brochures, timelines,
interviews and debates, television and radio reports, etc. Page numbers as follows refer to annotations
in the Instructor’s Edition: 7, 9, 13, 26, 28, 32, 38, 40, 44, 45, 62, 64, 67, 77-78, 80-81, 86, 97, 101,
104, 110, 122, 135, 142, 143, 146, 148, 154, 159, 160, 162, 170, 176-177, 185-186, 189, 197, 199,
205, 209, 210, 217, 218, 224, 227, 228, 252, 261, 273, 289, 296, 301, 305, 306, 307, 320, 325, 326,
344, 348, 357, 359, 361, 367, 374, 380.
2.04
Interpret and analyze main ideas and
supporting details from longer oral
passages from the target culture(s) (e.g.,
live and recorded discussions,
presentations, lectures on current and past
events) or from materials being studied in
another class.
The Instructor’s Edition provides suggestions for showing or having students see and discuss several
Spanish language films, as well as a couple of culturally relevant films in English: Mi familia 147,
Mujeres al borde de un ataque de nervios, Mi familia, Fresa y chocolate, El mariachi, Como agua
para chocolate 176, Video of flamenco performance or flamenco music 192, César Chávez
documentary 223, Kiss of the Spider Woman 229, Como agua para chocolate 272, Stand and deliver
287.
2.05
Demonstrate the ability to move beyond
literal comprehension toward more critical
reading where style and mood (e.g.,
sarcasm, humor, irony) may be considered.
The Páginas section of each chapter presents short narratives and poems representing the work of a
wide range of authors from varied Spanish-Speaking countries and the United States. Stories and
poems are prefaced with a short biographical note, in Spanish, about the author and his or her work.
Before students read each story or poem, activities prepare them to apply specific reading strategies.
Likewise, post-reading activities usually begin with the ¿Cómo lo interpretas tú? activity which asks
content and analysis questions on the reading. Other activities in the set expand on the reading’s main
themes and ideas. Literary selections: Enrique Anderson Imbert: El fantasma, 35. José Ruibal: Los
mutantes, 69. Armando Valladares: No importa, llevaré por ti…, 103; Un terror que me asalta, 104.
Julia de Burgos: A Julia de Burgos, 135. Humberto Padró: Una sortija para mi novia, 167. Ernesto
Cardenal: Oración por Marylin Monroe, 202. Alfonsina Storni: Tú me quieres blanca, 234. Nicolás
Guillén: Balada de los dos abuelos, 236. Laura Esquival: Como agua para chocolate (capítulo uno,
selección), 268. Luisa Valenzuela: La droga, 298. Orlando Sánchez: Fiebre de lotto, 332. Guillermo
Samperio: Tiempo libre, 364. Marco Denevi: Génesis, 389; Apocalipsis, 389.
All page annotations refer to the student edition.
5
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
2.06
Analyze, evaluate, organize, and determine
point of view and purpose from oral and
written materials..
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
The A escuchar in-text listening activities help students to develop good listening skills in a somewhat
controlled environment in preparation for working with the accompanying Lab Manual and Listening
Cassettes. Activities in the Lab Manual are based on completely authentic audio strands. Likewise, the
Videoprogram presents entirely authentic clips as a basis for activities to expand on chapter themes.
In-text A escuchar activities appear on the following pages: Fortune teller 31, Shopping channel 65,
News bulletin 98, Radio psychologist 130, Top ten list 162, Celebrity profile 197, Documentary 223,
Health news 262, News on anti-smoking treatments 293, News on new sources of energy 327,
Adrenaline addicts: X-treme sports 359, Medical frontiers in Mexico 386.
Each chapter parte begins with Así es la vida. These One- or two-page authentic magazine and
newspaper articles help students develop their interpretive skills where reading is concerned. (Page
numbers as follow refer to pages on which the authentic material is reproduced and on which
accompanying activities appear): Los elegidos 3, 7. Entrevista con el Dr. Carlos Salvador, experto en
contaminación ambiental 41, 43. Nuevas predicciones para el 2015 53, 55. Declaración Universal de
los Derechos (selección) 75, 77. Solidaridad con los activistas 82-83, 85. Sepa si es un
“buscaemociones” 115, 117. El espacio personal y La incertidumbre social 148, 150. Una entrevista
con Antonio Banderas 173, 175. Jon Secada, un cantante que comparte pasiones 183, 185. Mujeres
científicas, mexicanas al microscopio 207, 209. Prevención del racismo en el trabajo y ¿Cómo se
originaron las diferentes razas humanas? 215, 217. Un menú completo para el mes de marzo 241,
243. Técnicas culinarias 249, 251. Dermatólogos ayudan a jóvenes a cortar conexiones con las
pandillas 275, 277. ¿Cómo afecta el alcohol al organismo? 282, 284. El dinero de plástico nos invade
312, 315-316. Los robots que nos cambiarán la vida 369, 371. ¿Qué pasaría si cayera un cometa en la
tierra? 375, 378.
2.07
Determine meaning by interpreting tone
and phrasing of native speakers.
(See Objectives 2.01 re A escuchar, and 2.03 re Teacher’s notes for in-text correlation.)
In addition to in-text opportunities for students to interpret tone and phrasing from oral sources, the
program connects students to the Spanish-speaking world through in-text Internet-based activities and
through its own website at http://www.prenhall.com/conexiones. You may visit the website at any
time. A key feature of the website, Buzón links students to Spanish-speaking e-pals — phrasing and
tone will vary according to topic and message as it does in everyday conversation.
(Note: The website features online support for the student (online Spanish language newspapers,
cultural information, online dictionaries, and grammar help) and weblinks for cultural exploration.)
All page annotations refer to the student edition.
6
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
GOAL 3:
3.01
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
PRESENTATIONAL COMMUNICATION – The learner will present information, concepts, and ideas to an audience of listeners
or readers on a variety of topics.
Narrate and describe with detail orally and
in writing in present, past, and future time.
Most activities in the text are communicative and cover a range of time from the past through the
future. From the first two chapters of the text onward, students are using past, present and future tenses
to talk about all kinds of events, ideas, etc.
Page numbers as follows highlight full-fledged oral presentations and speaking before a group: 14, 17,
25, 28, 31, 49, 52, 81, 97, 154, 194, 210, 218, 228, 236, 256, 259, 260, 272, 277, 297, 310, 316, 324,
334, 344, 348, 363, 371, 378, 380, 384, 385, 387, 389.
Page numbers as follows highlight writing assignments: 13, 17, 25-26, 28-29, 33, 39, 52, 62, 72-73,
85-86, 93, 97, 110, 118, 137, 150, 170-171, 186, 192, 195, 217, 239, 247, 280, 295, 297, 301, 311,
322, 335, 340, 367, 393.
The Conexiones CD-ROM’s simulated e-mail feature requires students to respond via e-mail to young
people from various Spanish-speaking countries who write to the student on topics related to the
chapter, providing additional writing practice.
3.02
Create and present poetry, short plays, and
stories.
Such opportunities occur on pages 14, 22, 25, 26, 29, 30, 38TN, 39, 72, 105, 136, 177, 182, 197, 205,
224, 227, 296TN, 300, 301, 335, 340, 367, 373, 378, 388.
3.03
Develop in writing an organized summary,
composition, report, or article.
Throughout each chapter, activities ask students to write short compositions of various types (letters,
opinions, brief essays, etc.): 17, 72, 73, 80, 85-87, 109, 118, 137, 142, 150, 158, 170, 171, 192, 195,
213, 227, 273, 295, 322, 331, 340, 344, 361. Each chapter ends with the Taller, or process writing
workshop, where students develop their writing skills through a variety of guided compositions.
Special Composición teacher’s notes in the Instructor’s Edition suggest expanding in-class activities
into short writing assignments: 6, 9, 21, 26, 43, 55, 61, 62, 67, 77, 85, 86, 87, 109, 118, 142, 150, 175,
186, 209, 217, 244, 278, 284, 305, 306, 315, 340, 348, 355, 371, 377.
The Conexiones CD-ROM’s simulated e-mail feature requires students to respond via e-mail to young
people from various Spanish-speaking countries who write to the student on topics related to the
chapter.
All page annotations refer to the student edition.
7
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
3.04
Prepare oral and written reports on topics
studied in other disciplines.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Annotations in the Instructor’s Edition provide suggestions for student research/presentation on a
number of topics from various academic disciplines. Students can complete their research using the
Conexiones website along with sources they know from conducting research in other related classes.
Teacher’s notes for presentation topics are found on the following pages: 43, 44, 52, 77, 96, 210, 217,
260, 290, 291, 310, 316, 387.
Special Conexiones annotations in the Instructor’s Edition point out opportunities to have students
bring in information and general knowledge from other disciplines, which they then share with their
peers through the target language in the language class. Each chapter also contains a critical thinking
activity, the Conexiones box found toward the end of the Síntesis section of the chapter, with special
notes to the instructor about points of connection with other academic disciplines. See Conexiones
annotations and the Conexiones boxes on the following pages: 26, 31, 63, 64, 93, 98, 130, 161, 182,
192, 197, 201, 202, 230, 260, 262, 281, 293, 326-327, 359, 386
3.05
Explain a complex process incorporating
detailed instructions.
Opportunities for demonstrating the ability to explain a complex process are found on pages 67, 189,
324, 347 and 378.
3.06
Complete authentic forms and documents.
The Conexiones website is a gateway to all kinds of real-life Spanish-language materials. Students are
likely to find themselves filling out on-line forms and documents when completing exploration and
research activities.
3.07
Summarize, interpret, and analyze orally
and in writing information from authentic
materials or literary sources.
See Objectives 2.05 and 2.06 for authentic literary and jouranlistic sources, respectively. Students
engage in pair and group activities, give presentations, and complete writing assignments based on
these authentic input sources.
All page annotations refer to the student edition.
8
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
GOAL 4:
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
CULTURES – The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and
perspectives of cultures other than his/her own.
4.01
use appropriate cultural practices in a
variety of contexts.
Role-play and other activities have students assume the roles of native-speakers in a variety of
settings: 17, 22, 48, 52, 78TN, 109, 110, 115, 123, 146, 150, 159, 177, 181, 186, 192, 195, 196, 197,
227, 244, 252TN, 300, 307, 325, 340, 344, 348, 358, 359, 363, 366, 389.
4.02
Analyze and discuss variations of patterns
of behavior or interaction within target
cultures.
The topics framing chapters in Conexiones reflect concerns and interests of young people looking
toward adulthood in Spanish-speaking cultures and in the U.S. alike. Special A propósito… boxes
present short essays on aspects of Hispanic culture after which students engage in the Vamos a
comparar discussion, comparing their own views and opinions with what they’ve learned about their
Spanish-speaking peers: 2TN, 14, 18TN, 26, 32, 38, 40TN, 50, 52TN, 53TN, 61, 66, 81, 93, 97-99TN,
102TN, 123, 128-129, 147-148, 158-161, 170, 172-173, 182-183, 192, 197, 200, 206, 207, 209-210,
214-215, 217, 224, 228-229, 248, 252, 256, 261TN, 263, 274-275, 277-278, 281, 284TN, 287, 290292, 295, 302TN, 311-312, 322, 326-327TN, 344, 348, 353, 356-357, 361, 374-375, 381, 386TN-387.
4.03
Make inferences about the target cultures
and their people by participating in and
experiencing customs, traditions and
celebrations.
The study of literature in its original language allows the student to experience the target culture
through the author’s eyes. This exposure enables the student to make inferences about the target
cultures and their people. The objective is met in each reading selection.
All page annotations refer to the student edition.
9
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
4.04
Analyze historical and contemporary
literature and the arts in order to
understand the cultural practices, patterns
of behavior, values and beliefs of the
people of the target cultures.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Conexiones ends each chapter with a special cultural section integrating a song, a painting, and a short
story or poem all related to the chapter theme. Activities surrounding the selections range from
comprehension checks to analysis and interpretation. Literary selections: Enrique Anderson Imbert:
El fantasma, 35. José Ruibal: Los mutantes, 69. Armando Valladares: No importa, llevaré por ti…,
103; Un terror que me asalta, 104. Julia de Burgos: A Julia de Burgos, 135. Humberto Padró: Una
sortija para mi novia, 167. Ernesto Cardenal: Oración por Marylin Monroe, 202. Alfonsina Storni: Tú
me quieres blanca, 234. Nicolás Guillén: Balada de los dos abuelos, 236. Laura Esquival: Como agua
para chocolate (capítulo uno, selección), 268. Luisa Valenzuela: La droga, 298. Orlando Sánchez:
Fiebre de lotto, 332. Guillermo Samperio: Tiempo libre, 364. Marco Denevi: Génesis, 389;
Apocalipsis, 389. Art selections: Francisco Goya: EL hechizo, 33. Antonio Berni: Juanito en la
laguna, 67. Francisco Goitía: Tata Jesucristo, 101. Frida Kahlo: Las dos Fridas, 133. Pablo Picasso:
Madre e hijo, 164. María Izquierdo: Madre proletaria, 165. Amalia Mesa-Bains: Ofrenda por Dolores
del Río, 200. José Orozco: La mesa de la hermandad, 232. Salvador Dalí: Nature Morte Vivante, 266.
Camilo Egas: Estación de la calle 14, 296. Melesio Casas: Paisajes humanos n° 65, 330. Jaime
Antonio González Colson: Merengue, 362. Miguel Alandia Pantoja: Medicina Boliviana, 388. Music
selections: Tish Hinojosa: La llorona, 32. Maná: ¿Dónde jugarán los niños?, 66. Víctor Jara: Te
recuerdo, Amanda, 99. Franco: Soy, 131. Laura Pausini: Las cosas que vives, 162. Mecano: El cine,
198. Tony Croatto: Nuestra raza, 231. Juan Luis Guerra: Ojalá que llueva café, 264. Juan Luis
Guerra: Elena, 294. Juan Luis Guerra: El costo de la vida, 328. Mecano: Bailando salsa, 360. Mecano:
El fallo positivo, 387.
The Instructor’s Edition provides suggestions for showing or having students see several Spanish
language films, as well as a couple of culturally relevant films in English: Mi familia 147, Mujeres al
borde de un ataque de nervios, Mi familia, Fresa y chocolate, El mariachi, Como agua para chocolate
176, Video of flamenco performance or flamenco music 192, César Chávez documentary 223, Kiss of
the Spider Woman 229, Como agua para chocolate 272, Stand and deliver 287. The Conexiones
program includes a website and a CD-ROM that expose students to even further artistic expressions.
4.05
Examine the geographical features of the
target countries and explain their impact
on the peoples and their cultures.
All page annotations refer to the student edition.
The student is able to experience and respond to geographical features of the target country through
the selection’s discussion of settings.
10
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
4.06
Evaluate the impact of influential people
and their contributions, events, and their
contributions to the global community.
In addition to the writers, painters and musicians cited in Objective 4.04, other influential people are
discussed on the following pages: 82-83, 93, 173, 182, 183, 207, 224, 287.
4.07
Form and support opinions about
contemporary life in the target cultures
through examination of media and cultural
artifacts and interaction with people from
those cultures.
The program connects students to the Spanish-speaking world through in-text Internet-based activities
and through its own website at http://www.prenhall.com/conexiones. You may visit the website at any
time. Features of the website include weblinks for cultural exploration, topical searches, etc., and for
Spanish e-pals. A key feature of the website, the Buzón e-pal feature links students to real Spanishspeaking peers. Special activities in the text, indicated by an Internet icon, are designed to be
completed using information gathered from Spanish language sources on the web. Students find plenty
of links in each chapter’s module of the website to complete the in-text Internet activities as well. Intext internet activities can be found on pages: 78, 86, 97, 101, 189, 218, 228, 232, 244, 267, 292, 348,
385.
The website’s critical thinking web-based reading and writing activities for each chapter parte, and
weblinks for cultural exploration give students the chance to explore links to cultural information,
news sources and reference materials found in the Centro de recursos. Students find plenty of links in
each chapter’s module of the website to complete the in-text Internet activities as well. Students can
also use the website’s e-pal feature to get first-hand personal information.
Annotations in the Instructor’s Edition provide suggestions for student research on all kinds of topics
using the Internet. Students can complete their research using the Conexiones website’s numerous
links to listservs, databases and website available in Spanish. Teacher’s notes for Internet activities are
found on the following pages: 33, 158, 196, 198, 261, 264, 281, 311, 340, 358, 374.
All page annotations refer to the student edition.
11
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
GOAL 5:
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
COMPARISONS – The learner will develop insight into the nature of language and culture by comparing his/her own language(s)
and culture(s) to others.
5.01
Recognize and examine regional and
national dialects within the target language
and his/her own language.
5.02
Compare and contrast structural patterns in
the target language and his/her own
language.
Conexiones focuses usage and structure work on those structures that function differently in Spanish
and English and structures that commonly pose problems for English speakers. Listed here are
examples of such structure topics: Preterit v. Imperfect 23, Ser, estar, haber 45, Future tense for
probability/conjecture 52, Subjunctive mood/Subjunctive v. Indicative 57, 79, 144 177, 193, 245, 257,
341, Object pronouns (agreement and placement) and the personal a 87, Gustar and similar verbs 94,
Reflexive constructions 111, Agreement and position of adjectives 119, Comparisons and superlatives
155, Formal and informal commands 187, Haber and desde in time expressions 211, Por v. para 219,
Prepositional verbs 225, Conditional for probability/conjecture 254, Uses of se 285, 372, Indefinite
and negative expressions 288, Relative pronouns and cuyo 316, 323, Uses of definite/indefinite articles
349, Uses of the gerund and the infinitive 354, Passive voice (agreement and restrictions on usage)
378, Diminutives and augmentatives 382. Note: This is not an exhaustive list of grammar topics
covered in the text.
5.03
Explore the similarities and differences of
various literary genres in the target
language and his/her own.
(See Objective 4.04 for page numbers of literary selections.)
All page annotations refer to the student edition.
Questions following literary selections often ask students to make comparisons with works from their
own culture with which they are familiar.
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Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
5.04
Recognize words, phrases, idioms that do
not translate directly from one language to
another and their impact on
communication.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
Most Así lo decimos vocabulary lists have an Otras palabras y expresiones section focused on
idiomatic expressions. Students then use these expressions in the wide range of communicative
activities designed to practice the new vocabulary.
¡Cuidado! is a special section highlighting common English-speaker pitfalls in Spanish, and follows
the Vocabulary presentation immediately so that students can avoid falling in the pit even before they
start to communicate within the chapter’s framework: solo/sólo; realizar/darse cuenta 5, dejar/dejar
de 21, calidad/cualidad 54, quedar/quedarse 84, soportar/apoyar; recuerdo/memoria 108,
pero/sino/sino que 117, querer/amar 141, entrar en/entrar a; excitante/emocionante 175, jugar/tocar;
parecer/lucir; puesto que/desde 185, todos los días/cada día 208, lo + adjective 216, un poco
de/poco(-a, -s); oler a/saber a 243, copa/taza/vaso 251, abusar de; matar/muerto(-a) 277,
actualmente/de hecho 283, funcionar/servir/trabajar 305, Expressing “Can I have…?” and “I had…”
with food 314, divertirse/pasarlo bien 339, retar/atreverse 347, The superlative de 370, desde/puesto
que 377.
5.05
Describe how languages influence each
other.
See Así es la vida, p. 214
5.06
Compare the native and target cultures in
terms of various institutions (e.g.,
educational, legal, economic, and
governmental).
Several Así es la vida part-opening articles and A propósito… essays deal directly with social,
political, economic, or educational issues: Entrevista con el Dr. Carlos Salvador, experto en
contaminación ambiental 41, Environmental conservation in Costa Rica 50, The fight against
contamination in Mexico city 61, Declaración Universal de los Derechos Humanos (selección) 75,
Chile’s “arpilleras” and Argentina’s Mothers of the Plaza de Mayo 81, Solidaridad con los activistas
82-83, Rigoberta Menchú and Guatemalan indigenism 93, Una entrevista con Antonio Banderas 173,
Tango 182, Jon Secada, un cantante que comparte pasiones 183, Flamenco 192, Mujeres científicas,
mexicanas al microscopio 207, Prevención del racismo en el trabajo y ¿Cómo se originaron las
diferentes razas humanas? 215, Latin American women and politics 224, Products of the New World
and products the Spanish introduced to it 256, Dermatólogos ayudan a jóvenes a cortar conexiones
con las pandillas 275, The fight against terrorism 281, NAFTA 311, The economy in Spain 322,
Baseball and Latin American players 344, The La Silla observatory: Heaven’s photographer 381.
All page annotations refer to the student edition.
13
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
5.07
Analyze how native speakers of the target
cultures (e.g., writers, journalists, artists,
media persons) portray life in the United
States and how American native speakers
portray life in target cultures.
[no specific correlation available]
5.08
Analyze cultural perspective as reflected in
a variety of literary genres and compare
and contrast to his/her own culture.
(See Objective 4.04 for page numbers of literary selections.)
Analyze the relationship of attitudes,
behaviors, and products in the target
culture and compare to his/her own
culture.
The Vamos a comparar questions that follow several A propósito… essays in the text are also an
opportunity to compare mindset and perspective on a number of topics: The day of the dead 14,
Hispanic views on death 26, The art of conversation and good company 110, The qué dirán; keeping
up appearances 123, The influence of the family on Hispanic youth 147, Widely used gestures among
Spanish speakers 159, Edward James Olmos, an actor with heart 287, Baseball and Latin American
players 344, Leisure time in Spanish-speaking countries 353, ITESM: The virtual university 374.
5.09
All page annotations refer to the student edition.
Questions following literary selections often ask students to make observations and inferences about
the target cultures based on the selections read.
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Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
GOAL 6:
6.01
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
CONNECTIONS – The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign
language.
Acquire information from a variety of
sources in the target language about topics
common to other disciplines.
As a content rich text, Conexiones provides abundant and authentic source material in most of the Así
es la vida chapter part-openers, all of which are taken from authentic Spanish language publications.
Topics covered by this source material are almost all related to topics and themes studetns are
exploring in other discipline areas: Entrevista con el Dr. Carlos Salvador, experto en contaminación
ambiental 41, 43. Nuevas predicciones para el 2015 53, 55. Declaración Universal de los Derechos
(selección) 75, 77. Solidaridad con los activistas 82-83, 85. Sepa si es un “buscaemociones” 115, 117.
El espacio personal y La incertidumbre social 148, 150. Una entrevista con Antonio Banderas 173,
175. Jon Secada, un cantante que comparte pasiones 183, 185. Mujeres científicas, mexicanas al
microscopio 207, 209. Prevención del racismo en el trabajo y ¿Cómo se originaron las diferentes
razas humanas? 215, 217. Un menú completo para el mes de marzo 241, 243. Técnicas culinarias
249, 251. Dermatólogos ayudan a jóvenes a cortar conexiones con las pandillas 275, 277. ¿Cómo
afecta el alcohol al organismo? 282, 284. El dinero de plástico nos invade 312, 315-316. Los robots
que nos cambiarán la vida 369, 371. ¿Qué pasaría si cayera un cometa en la tierra? 375, 378.
(See also comments elsewhere on Conexiones website.)
6.02
Synthesize information from authentic
sources relating to other disciplines.
See Objective 6.01. Students find plenty of links in each chapter’s module of the website to complete
in-text Internet research activities. In addition to the Internet activities denoted as such by an icon in
the Student Edition, annotations in the Instructor’s Edition provide suggestions for student research on
all kinds of topics using the Internet. Students can complete their research using the Conexiones
website’s numerous links to listservs, databases and websites available in Spanish. Teacher’s notes
and Internet activities are found on the following pages: 33TN, 62, 78, 86, 97, 101, 158TN, 189,
196TN, 198TN, 218, 228, 232, 244, 261TN, 264TN, 267, 281TN, 292, 311TN, 340TN, 348, 358TN,
374TN, 385.
6.03
Present formally information from
authentic sources relating to other
disciplines.
See Objectives 6.01 and 6.02 above; many research activities require students to report their findings
to the class.
All page annotations refer to the student edition.
15
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
6.04
Transfer information acquired in the
foreign language class for use in other
disciplines.
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
One of the goals of Conexiones is to create a dialog between the foreign language class and the rest of
the student’s curriculum. Special Conexiones annotations in the Instructor’s Edition point out
opportunities to have students bring in information and general knowledge from other disciplines,
which they then share with their peers through the target language in the language class. These peers
then go back into classes in other disciplines ready to apply this knowledge newly acquired in the
Spanish class. Each chapter also contains a critical thinking activity, the Conexiones box found
toward the end of the Síntesis section of the chapter, with special notes to the instructor about points of
connection with other academic disciplines. Students take knew perspectives on the given topics away
from the Spanish class and can share them as they apply to topics being discussed in other disciplines.
See Conexiones annotations and the Conexiones boxes on the following pages: 14, 18, 26, 31, 40, 64,
81, 83, 93, 98, 128, 130, 132, 161, 182, 192, 197, 201, 218, 230, 260, 262, 277, 293, 302, 316, 326328, 359, 386.
6.05
Recognize and apply learning strategies,
processes, and skills from other
disciplines.
Throughout the text student have the opportunity to guess the meaning of words in context using
information they have learned in other disciplines.
6.06
Develop learning strategies in the target
language which can be used in other
disciplines.
Each chapter in Conexiones develops students’ reading skills through the application of specific
reading strategies, many of which are applicable to any language. Likewise, Conexiones develops
students’ writing skills by guiding them through a series of steps or “processes” based on the type of
text they are writing. Reading and writing skills are developed in the Páginas and Taller sections of
each chapter, respectively.
All page annotations refer to the student edition.
16
Prentice Hall Conexiones: Comunicación y cultura ©1999
Correlated to
North Carolina Curriculum Competency Goals for Second Language Studies High School – Level IV
COMPETENCY GOALS
GOAL 7:
PAGE(S) WHERE TAUGHT
(If submission is not a book, cite appropriate location(s))
COMMUNITIES – The learner will use the language and/or demonstrate cultural knowledge and understanding within and
beyond the school setting for personal, educational, and professional enrichment.
7.01
Perform for a school or community
celebration or competition.
7.02
Interact with people of other cultures..
The Conexiones CD-ROM’s simulated e-mail feature requires students to respond via e-mail to young
people from various Spanish-speaking countries who write to the student on topics related to the
chapter. This simulated activity is good practice for using the Conexiones website’s Buzón e-pal
feature through which students establish contact with real native speakers.
7.03
Visit places in person or via technology
which provide opportunities to use the
target language and/or experience the
target culture.
Annotations in the Instructor’s Edition provide suggestions for student research on all kinds of topics
using the Internet. Students can complete their research using the Conexiones website’s numerous
links to listservs, databases and website available in Spanish. Special activities in the text, indicated by
an Internet icon, are designed to be completed using information gathered from Spanish language
sources on the web. Teacher’s notes and Internet activities are found on the following pages: 33TN,
62, 78, 86, 97, 101, 158TN, 189, 196TN, 198TN, 218, 228, 232, 244, 261TN, 264TN, 267, 281TN,
292, 311TN, 340TN, 348, 358TN, 374TN, 385.
Critical thinking web-based reading and writing activities for each chapter parte, and weblinks for
cultural exploration give students the chance to explore links to cultural information, news sources and
reference materials found in the Centro de recursos. Students can also use the website’s e-pal feature
to get first-hand personal information.
7.04
Participate in a career exploration, schoolto-work, or service project requiring
proficiency in another language and
culture.
7.05
View, listen to, and read various forms of
authentic media that utilize the target
language and reflect the target culture.
All page annotations refer to the student edition.
In addition to the previously cited authentic material within the text (e.g., the Así es la vida opening
articles), and the live use of the target language on the website, the accompanying video- and
audioprograms are composed entirely of authentic material.
17